ow, but sure
spread of education, will do every thing in time, without engendering
any of those bitter feelings, or producing any of that servility,
hypocrisy, and dependence, which are the sure results of despotic
government. But what should we think of a man who should advocate these
principles of perfect freedom in a family or a school? We should say
that he was applying a good, general principle to a case in which the
conditions rendered it inapplicable--the case in which the governed are
in an admitted state of mental inferiority to those who govern them, and
are unable to decide what is best for their permanent welfare. Children
must be subjected to some degree of authority, and guidance; and if
properly managed they will cheerfully submit to it, because they know
their own inferiority, and believe their elders are acting solely
for their good. They learn many things the use of which they cannot
comprehend, and which they would never learn without some moral and
social, if not physical, pressure. Habits of order, of industry, of
cleanliness, of respect and obedience, are inculcated by similar means.
Children would never grow up into well-behaved and well-educated men, if
the same absolute freedom of action that is allowed to men were allowed
to them. Ruder the best aspect of education, children are subjected to
a mild despotism for the good of themselves and of society; and their
confidence in the wisdom and goodness of those who ordain and apply this
despotism, neutralizes the bad passions and degrading feelings, which
under less favourable conditions are its general results.

Now, there is not merely an analogy--there is in many respects an
identity of relation between master and pupil or parent and child on the
one hand, and an uncivilized race and its civilized rulers on the other.
We know (or think we know) that the education and industry, and the
common usages of civilized man, are superior to those of savage life;
and, as he becomes acquainted with them, the savage himself admits this.
He admires the superior acquirements of the civilized man, and it is
with pride that he will adopt such usages as do not interfere too much
with his sloth, his passions, or his prejudices. But as the willful
child or the idle schoolboy, who was never taught obedience, and never
made to do anything which of his own free will he was not inclined to
do, would in most cases obtain neither education nor manners; so it is
much more